“Teaching Creativity in Standardized Classrooms: The Impact of Teachers’ Personal Creative Writing to Perceptions of Creativity in the Classroom”
Location
PARB 227 (Second Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Creative writing is rarely highlighted in many public classrooms yet it may be the key to development for both students and teachers. Creativity is considered a standard in Georgia public education yet is difficult to assess through standardized testing. Due to these restrictions and more, many teachers find creativity intimidating to teach. Personal investment and community have been shown to positively affect teachers’ perceptions and confidence in teaching creativity. The Deep Center in Savannah, GA, a site of the National Writing Project, offers a creative writing program for teachers that encompasses writing, creativity, and community. This qualitative multiple case study analyzes the processes of the Deep Center’s Writing Project for its influence on participant’s use of creativity in their classrooms.. The processes at the Deep Center provide ample opportunities to support teachers in the classroom and their growing personal interest in a variety of creative works. Individual interviews were conducted with participants of the Deep Center. Analysis is ongoing, but preliminary data show general themes such as, creativity and writing personally can create a better environment for students and teachers in the classroom everyday.
Keywords
Creative Writing, Poetry
Professional Bio
Katie Jones is a graduating honor senior attending Georgia Southern University. Her major is Secondary English Education and she intends on presenting the information from her honor's thesis.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Jones, Katie, "“Teaching Creativity in Standardized Classrooms: The Impact of Teachers’ Personal Creative Writing to Perceptions of Creativity in the Classroom”" (2022). Georgia Educational Research Association Conference. 41.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/41
“Teaching Creativity in Standardized Classrooms: The Impact of Teachers’ Personal Creative Writing to Perceptions of Creativity in the Classroom”
PARB 227 (Second Floor)
Creative writing is rarely highlighted in many public classrooms yet it may be the key to development for both students and teachers. Creativity is considered a standard in Georgia public education yet is difficult to assess through standardized testing. Due to these restrictions and more, many teachers find creativity intimidating to teach. Personal investment and community have been shown to positively affect teachers’ perceptions and confidence in teaching creativity. The Deep Center in Savannah, GA, a site of the National Writing Project, offers a creative writing program for teachers that encompasses writing, creativity, and community. This qualitative multiple case study analyzes the processes of the Deep Center’s Writing Project for its influence on participant’s use of creativity in their classrooms.. The processes at the Deep Center provide ample opportunities to support teachers in the classroom and their growing personal interest in a variety of creative works. Individual interviews were conducted with participants of the Deep Center. Analysis is ongoing, but preliminary data show general themes such as, creativity and writing personally can create a better environment for students and teachers in the classroom everyday.
